Central is proud to be the home of three special education system classes. Our learning community is enriched by TASC, CSSI and Bridges classes. As mentioned, Central is an inclusive learning community where every member not only belongs, but is also a valued and contributing member of the community. Although students in TASC And CSSI aren’t registered in our ‘mainstream’ courses, they are very much a part of our learning community and are involved in all of our daily events and special events. Our SPED students support our recycling program, the daily operations of our cafeteria, and access to areas of our building - partaking in learning opportunities in our athletic facilities, learning commons, and other areas for enriched learning.

For the most part our special education classes follow our regular program calendar, however, on rare occasions this may differ. Our TASC & CSSI students maintain a regular schedule during Exam & Flex Opportunity times in January and June. All classes (including TASC & CSSI) are NOT in session during any system non-instructional days, organizational days or holidays. They are also not in session during planning days. These events are all noted on the school calendar. Classroom teachers will also send out reminders. Please contact your classroom teacher if you are not receiving this communication.

An IPP (Individual Program Plan) is a concise plan of action designed to address students’ special education needs, and is based on diagnostic information which provides the basis for intervention strategies. If a student receives a medical, psychological, or learning diagnosis that impacts their learning and/or experience at school, and it is shared with the school, an IPP is initiated. At Central Memorial High School IPPs are co-created by the student and homeroom teacher, with parent input as well. 

Things that may be included on an IPP at Central Memorial High School are: 

• Conditions for Success: these are supports or accommodations that have been accessed or used previously, and have been demonstrated to be supportive of the student’s learning and success. 
• Priority Learning Cycles: these are goals set by the student (in collaboration with parents and teachers).  
• Specialized Assessments: an overview of assessments that support diagnoses.
• Key Understandings: any other relevant information that a student wishes to share with their learning team.

To support inclusive educational policies, the CBE has moved to the Collaborative Response Model, which outlines a need for a continuum of supports for students. “The establishment of a continuum of supports is essential for all schools, to organize, articulate and tier the strategies, accommodations and interventions available to support the diverse needs of students. A comprehensive continuum of supports, developed and refined over time, helps to inform the collective question "so now what should we do?" and ensures the tiering of supports, not students” (Jigsaw Learning, 2023).  

Tier One supports and strategies are universal and embedded into all class structures and processes. This includes things like "extra time" (embedded as double time for all students), "access to course resources on an online platform" (D2L), and "advanced notice of assessment schedules and deadlines". Because Tier One supports are universally accommodated and expected best-practices within the classroom, they are not identified on an IPP.

Tier Two supports and strategies are more targeted and delivered to specific students, but still within the inclusive classroom environment. Tier Two supports might be identified as necessary for a student by the classroom teacher, might be asked for by the student, or might be recommended for a student by a teacher, psychologist, doctor, or other learning professional. Tier Two supports that can be accommodated via in IPP at Central Memorial are:

• use of assistive technology like speech-to-text or text-to-speech  
• use of earplugs, earmuffs or ambient noise during work periods and/or assessments 
• increased font-size on printed materials 
• use of math manipulatives during relevant learning 
• use of visual timers 
• supportive/strategic seating 
• use of a cardboard privacy trifold 
• use of fidgets and/or sensory items 
• advanced notice of fire drills and lockdowns 
• visual cues to support positive behaviour 

Tier Three and Tier Four supports are accessed on a referral basis (through guidance or admin) and occur in addition to, or outside of the classroom. Examples of Tier Three Supports are access to a regulation space, an attendance improvement plan, or a behaviour support plan. Examples of Tier Four Supports are access to a School/Family Liaison, or alternative/unique school settings and programs. 

Questions about your student's IPP can be directed to their homeroom teacher. If the homeroom teacher is unable to answer your question, they will refer you to the Inclusive Education Learning Leader and/or Guidance and/or Admin as necessary. If you have questions that are specific to a particular class or course, you can direct them to the classroom teacher.  

Important Information to Start your Language Course Challenge

The process described in this guide is for students challenging a 30- or 35-level language course. If the student intends to challenge a language course at a different level, or a course in an area outside of Languages, then different processes will apply. Students can approach their guidance counsellor or principal for more details.

30-level language course challenges are offered twice per year in a centralized format. There are fall (October-November) and spring (February-March) sessions.

A student requests a 30-level language course challenge via their principal (or Assistant-Principal or guidance counsellor) before the second Friday of October for the fall session, or the second Wednesday of February for the spring session.

The Language Course Challenge Consent Form (page 14 of this document) must be signed and submitted to the student’s principal (or designated staff member) no later than the third Wednesday in October (fall), or the third Wednesday in February (spring).

Language Course Challenge Steps

• The student formally indicates their intention to enter the Language Course Challenge process for a particular language.
• The student prepares an audio sample and written transcript in the target language. This work is expected to be done independently. Topics and assessment criteria vary from language to language, but generally resemble the sample provided from French 30-3Y at pages 10-13 of this guide. Specific topics will be sent following enrollment.
• The student attends the Part 1 Portfolio exam date and submits their audio sample and written transcript at registration. The student completes the Portfolio exam.
• The Portfolio is assessed by a teacher to determine the student’s readiness to pursue the course challenge. The decision is shared with the student’s principal (or delegate), who then shares it with the student. The principal may recommend ending the course challenge process at this stage if the student’s success appears unlikely.
• The student completes the Part 2 course challenge exam on a separate date, time and location.

For more information about this process, contact the main office and/or Student Services.

A detailed information about the application process can be found in the link below.

https://www.cbe.ab.ca/programs/program-options/language-programs/Documents/French-Intl-Languages-Course-Challenge-Guide-Students-Family.pdf